• International Journal of Advanced Culture Technology
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• 제9권4호
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• pp.110-117
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• 2021

The purpose of the study is to develop effective teaching methods to strengthen the major learning capabilities of electronic engineering learners through inquiry learning using computing thinking ability. To this end, first, in the electronic engineering curriculum, we performed teaching-learning through an inquiry and learning model related to mathematics, probability, and statistics under the theme of various majors in electronic engineering, focusing on understanding computing thinking skills. Second, an efficient electronic engineering subject inquiry class operation using computing thinking ability was conducted, and electronic engineering-linked education contents based on the components of computer thinking were presented. Third, by conducting a case study on inquiry-style teaching using computing thinking skills in the electronic engineering curriculum, we identified the validity of the teaching method to strengthen major competency. In order to prepare for the 4th Industrial Revolution, by implementing mathematics, probability, statistics-related linkage, and convergence education to foster convergent talent, we tried to present effective electronic engineering major competency enhancement measures and cope with innovative technological changes.

• 한국과학교육학회지
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• 제29권1호
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• pp.106-115
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• 2009

본 연구에서는 과학교사 모임에 참여하고 있는 교사의 수업 전문성을 알아보고자 교실 수업을 촬영하고 분석하였다. 수업 평가 기준은 한국교육과정평가원에서 제시한 과학과 수업 평가 기준의 평가 요소 중 12개를 사용하였다. 조사 결과, 첫째, 교사들은 학생과의 상호작용에서 가장 높은 수행 수준을, 수업 목표 진술 요소에서 가장 낮은 수행 수준을 나타내고 있었다. 둘째, 수업 수행 수준을 기준으로 분석했을 때, 우수 수준의 교사들은 경력이 15년 이상인 베테랑 교사들이었고 다양한 수업 자원을 사용하고 유의미한 학습 프로그램을 설계하고 있었다. 이에 비해 초보 수준의 교사들은 경력이 짧아서 수업 자원이 다양하지 못하고, 탄력적 수업 운영 요소가 부족하며 학생들과의 긍정적 상호작용이 적은 경직된 유형의 수업을 하고 있었다.

• 디지털산업정보학회논문지
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• 제14권4호
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• pp.177-187
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• 2018

The purpose of this study is to investigate the influence of learning flow, learning interest, and academic achievement by dividing the time when class was taught by Havruta. The Havruta teaching method is a traditional Jewish method of learning, with a one-on-one discussion with a partner that has a positive impact on each other. Havruta teaches learners through various perspectives and perspectives, helping them to improve their learning ability by attracting new ideas and solutions. In the computer lab, there is a big difference between the students according to the learner's abilities. Therefore, it is thought that the Havruta teaching method will help the learners who have lost interest in learning and improve the learning ability in the conventional way which does not consider personal abilities. do. In this paper, based on the friendship teaching model of the Havruta teaching style, the experimental group was taught through the Havruta practice and the play. Through the pre- and post-test, the students who taught the class with the help of the verbal method improved the learning flow, the learning interest and the academic achievement.

• 영어어문교육
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• 제12권2호
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• pp.87-105
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• 2006

Style is considered a pivotal construct in sociolinguistic variation studies. While previous studies have examined style in traditional forms of language such as speech, very little research has examined new and emerging styles such as computer-mediated discourse. Thus, the present study attempts to investigate style in the online communication mode of chat. In so doing, the study compares text-based online chat with speech and writing. Online chat has been previously described as a hybrid form of language that is close to speech. Here, the exact nature of online chat is elucidated by focusing on contraction use. Differential acquisition of stylistic variation is also examined according to English learning background. The empirical component consists of data from Korean speakers of English. Data is taken from a written summary, an oral interview, and a text-based online chat session. A multivariate analysis was conducted. Results indicate that online chat is indeed a hybrid form that is difficult to delineate from speech and writing. Text-based online chat shows a somewhat similar rate of contraction to speech, which confirms its hybridity.. Lastly, some implications of the study are given in terms of the learning and acquisition of style in general and in online contextual modes.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제13권3호
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• pp.181-195
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• 2009

Students' approaches to mathematical problem solving vary greatly with each other. The main objective of the current study was to compare students' performance with different thinking styles (divergent vs. convergent) and working memory capacity upon mathematical problem solving. A sample of 150 high school girls, ages 15 to 16, was studied based on Hudson's test and Digit Span Backwards test as well as a math exam. The results indicated that the effect of thinking styles and working memory on students' performance in problem solving was significant. Moreover, students with divergent thinking style and high working memory capacity showed higher performance than ones with convergent thinking style. The implications of these results on math teaching and problem solving emphasizes that cognitive predictor variable (Convergent/Divergent) and working memory, in particular could be challenging and a rather distinctive factor for students.

• 공학교육연구
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• 제17권6호
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• pp.20-29
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• 2014

The purpose of this study is to analyze the traits on the cognitive and affective learning style of university students. CALSIU(The Cognitive & Affective Learning Style Inventory for University School Students) by Kim, E. J. was modified for applying to university students and performed with 399 university students from three universities in Daejeon and Chungnam. Statistical analysis done in this study were ANOVA and Scheffe's test. Findings of the study are as follows : First, the students with high academic achievements have intuitive perception type, whole processing type, and deep storage & recall type. Secondly, the students with low academic achievement have strong non-academic learning type. Third, interaction attitude of affective learning styles is the important element to determine their academic achievement. The students with independent type get high academic achievements. Therefore, instructor should consider the learning styles of students, and it should be used to improve their teaching & learning strategy for better academic achievements of university students.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제6권2호
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• pp.171-182
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• 2002

Students approach mathematical problem solving in fundamentally different ways, particularly problems requiring conceptual understanding and complicated strategies such as mathematical word problems. The main objective of this study is to compare students' performance with different cognitive styles (Field-dependent vs. Field-independent) on mathematics problem solving, particularly, in word problems. A sample of 180 school girls (13-years-old) were tested on the Witkin's cognitive style (Group Embedded Figures Test) and two mathematics exams. Results obtained support the hypothesis that students with field-independent cognitive style achieved much better results than Field-dependent ones in word problems. The implications of these results on teaching and setting problems emphasizes that word problems and cognitive predictor variables (Field-dependent/Field- independent) could be challenging and rather distinctive factors on the part of school learners.

• 컴퓨터교육학회논문지
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• 제15권4호
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• pp.41-49
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• 2012

정보통신 기술의 발전과 스마트 디바이스의 대중화로 인한 관심과 열풍은 문화적인 이슈를 넘어 교육에까지 확산되고 있다. 이에 스마트교육의 학습 효과에 대한 많은 연구가 이루어지고 있으나 스마트교육에 대한 개념이 확립되지 않아 스마트 디바이스를 도구적으로 적용한 연구에만 머물러 있다. 본 논문은 효과적인 스마트교육을 위해 사용될 수 있는 교육환경, 학습자 특성, 스마트 교육 특징, 그리고 스마트교육 활동을 고려한 CTLA(Creation, Teaching, Learning and Assessment) 모델과 이를 적용한 스마트교육 시스템을 제안한다. 제안된 CTLA 모델은 스마트교육을 위해 고려되어야 하는 핵심적인 요소들을 반영하고 있으며 효과적인 스마트교육 시스템을 설계하는 기본 모델로 사용될 수 있다. 향후에는 제안된 모델을 기본으로 한 다양한 스마트교육 시스템을 개발하고, 개발된 스마트교육 시스템의 효과성과 효율성에 대한 과학적인 검증 연구가 지속되어야 할 것이다.

• Child Health Nursing Research
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• 제6권3호
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• pp.362-371
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• 2000

The purpose of this study was to examine the stressors, coping styles, communication with mother, school adaptation and predictors for school adaptation. The subjects of this study consisted of 354 children. They were 6th grade of elementary school in Taegu city. The periods of study was from march 10, to march 18, 2000. Data were analyzed by SAS computer programme. The results of this study were as follows: 1. The mean score for stressor was 39.91 in children(range 24-72). The higher stressor among three subgroups of stressor was mass media stressor. The degree of stressor revealed to be influenced significantly economic status. 2. The most frequently used coping style was problem-oriented coping style(M=18.94) in children. The degree of emotion-oriented coping style revealed to be influenced significantly family's atmosphere 3. The mean score for communication with mother was 72,44 in children(range 20- 100). The degree of communication with mother revealed to be influenced significantly sex, economic status, family' atmosphere. 4. The mean score for school adaptation was 62.48 in children(range 25-100). The higher school adaptation among five subgroup was rule dimension. The degree of school adaptation revealed to be influenced significantly sex, birth, mother's job, economic status, family's atmosphere. 5. School adaptation were positively correlated with communication with mother, problem- oriented coping style(r=0.40 p<0.001) (r=0.30 p<0.001). 6. School adaptation were negatively correlated with emotion-oriented coping style, stressor (r=-0.16 p<0.01)(r=-0.13 p<0.01). 7. Forward multiple regression analysis revealed that the most powerful predictor was the variable communication with mother accounted for 15.25% in school adaptation. All variables accounted for 25.55% in school adaptation. From the above results, it can be concluded that teaching mother about importance of communication, encouraging to use problem-oriented coping style is necessary to improve school adaptation in 6th grade elementary school children

• International Journal of Internet, Broadcasting and Communication
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• 제13권1호
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• pp.219-228
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• 2021

The aim of this study was to investigate the learning styles with personalities of medical students which may affect the efficiency of teaching-learning system of clinical education to determine the association with the clinical performance examination achievement of the students. The learning styles and personality traits of 147 students of medical college were investigated. The obtained data were analyzed by statistical analysis including independent t-test and correlation analysis. The results of the analyses are as follows: there was significant difference in the participation model in the different genders; of the personality traits, there was significant difference in self-transcendence in the different genders, whereas there was significant difference in the persistence for past failure experiences; and there was significant association between the 6 sub-learning models(Independent vs. Dependent, Collaborative vs. Competitive, and Participant vs. Avoidant learning styles) and the personality traits(Novelty Seeking, Harm Avoidance, Reward Dependence, Persistence, Self-directedness, Cooperativeness and Self-transcendence). In addition, the participant type of students had higher scholastic achievements in clinical performance, and the students who scored high in self-transcendence and persistence also had higher clinical performance. In conclusion, the student's learning style and personalities affected the clinical scholastic performance. We believe that considering this current study, it would be possible to improve the quality of clinical education of medical teaching as well as helping medical students to choose career paths that are suitable for their personalities.